The van Hiele Model of Reasoning in Geometry : a Literature Review

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dc.contributor.advisor Hollylynne Stohl, Committee Chair en_US
dc.contributor.author Pusey, Eleanor Louise en_US
dc.date.accessioned 2010-04-02T18:11:51Z
dc.date.available 2010-04-02T18:11:51Z
dc.date.issued 2003-04-09 en_US
dc.identifier.other etd-04012003-202147 en_US
dc.identifier.uri http://www.lib.ncsu.edu/resolver/1840.16/2275
dc.description.abstract The objective of this paper has been to examine the van Hiele model of learning used to describe how students reason in geometry, the research that many others have conducted with regards to it, other related theories of learning, and the implications of van Hiele's theory for curricula, teacher education, and classroom practice. Initially, the levels of the van Hiele model are described in detail for the reader. The research on the van Hiele model is highlighted with respect to four different areas: 1) appropriate ways to assess students' levels of geometric reasoning and the results of those assessments, 2) assessment of preservice and inservice teachers' levels of reasoning, 3) instructional interventions used with students based on the van Hiele model, 4) interventions with both preservice and inservice teachers to promote awareness of the theory and improved knowledge of geometry content. A brief description of the developmental theory of Piaget and the SOLO Taxonomy of Biggs and Collis is given as a means of comparison to the van Hiele model. A synthesis of the advantages and disadvantages of each of the three theories is outlined. Finally, implications of the research on the van Hiele model are given with respect to curriculum, teacher education and teaching of geometry in addition to my own personal recommendations supported by this research and NCTM's standards. en_US
dc.rights I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to NC State University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. en_US
dc.subject learning en_US
dc.subject geometry en_US
dc.subject Van Hiele model en_US
dc.subject teaching en_US
dc.subject mathematics en_US
dc.title The van Hiele Model of Reasoning in Geometry : a Literature Review en_US
dc.degree.name MS en_US
dc.degree.level thesis en_US
dc.degree.discipline Mathematics Education en_US


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